Teaching Lab All Partners Report: Matched

2020-2021 Report

Background

In SY20-21, Teaching Lab administered online diagnostic and follow-up surveys of educators participating in Teaching Lab’s professional learning in order to measure growth and improvement in three different areas: 1) Educator Mindsets and Beliefs, 2) School Environment, and 3) Content and Pedagogical Content Knowledge. There were 34 educators who completed the diagnostic survey, 34 educators who completed the follow-up survey, and 34 educators who completed both.

Summary of Results

Methodology and Presentation of Results

We have provided two types of results for each section: The results in the first three columns of the table refer to the overall group averages. We provide the group average for the diagnostic and follow-up surveys as well as the percentage point change (increase or decrease) over this time. It is important to note that the group that completed the diagnostic survey and the group that completed the follow-up survey are different in size. The results in the fourth column reflect the percentage of educators who improved their responses or sustained the highest level response from the diagnostic to follow-up survey. This group of educators is the same for both surveys and is smaller in size.

Section 1: Mindsets and Beliefs

Educators were asked a series of questions about their mindsets toward instruction and students on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. The questions focused on four core constructs surrounding mindsets and beliefs, specifically the recognition of race and culture, growth mindsets, high expectations, and taking accountability for equitable instruction.


1
Methodological note: Mindsets and Beliefs questions were scored in the following way: for positively coded items, “1” and “2” were worth 0 points, “3” was worth 1 point, and “4” and “5” were worth 2 points. This was reversed for negatively coded items where “4” and “5” were 0 points, “3” was 1 point, and “1” and “2” were 2 points. Educators were considered to have improved if their score on the follow-up survey was higher than that of the diagnostic survey. (e.g., they responded “4” on the diagnostic and “5” in the follow-up for positively coded items, they responded “4” on the diagnostic and “3” in the follow-up for negatively coded items). Educators who responded with the highest-level responses (“4” and “5” or “1” and “2”, depending on the item) on both the diagnostic and follow-up surveys were considered to have sustained equitable mindsets, growth mindsets, high expectations, and/or accountability for equitable instruction.

     

Educators’ Averages Scores on Equitable Mindsets and Beliefs, by Survey Administration
Average Scores on Equitable Mindsets & Beliefs
% of Educators that Improved or Sustained High Scores
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 71% 69% −3% 73%
Recognition of race & culture 43% 37% −6% 39%
Holding growth mindsets 54% 58% +5% 69%
Having high expectations and beliefs 100% 89% −12% 89%
Taking accountability for equitable instruction 95% 91% −4% 90%

1 Note: The number of observations varies between items from 31 to 34

2 n = 34

The plot illustrates educators’ average scores from the diagnostic and follow-up surveys, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease in the average scores.

Section 2: School Environment

Educators were asked about their school environment, including culture and climate on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. Specifically, educators were asked about trust and connectedness to other educators, their role in shaping their own professional learning, and confidence in implementing the curriculum in a way that maximizes positive impact for student learning.


2
Methodological note: Educators were considered to have positive perceptions if they responded “4” or “5” on the scale. They were considered to have improved on an item if their response on the follow-up survey was at least one response higher than the diagnostic response (e.g., they responded “3” on the diagnostic and “4” on the follow-up). Educators who responded with the highest-level responses (“4” or “5”) on both the diagnostic and follow-up surveys were considered to have sustained positive perceptions.

     

Educators’ Perceptions of School Culture and Climate, by Survey Administration, by Survey Administration
% of Educators with Positive Perceptions of School Culture and Climate
% of Educators that Improved or Sustained Positive Perceptions
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 66% 66% +0% 72%
Trust in fellow teachers 93% 73% −20% 76%
Connectedness to fellow teachers 69% 87% +18% 90%
Have influence over professional learning 31% 33% +2% 52%
I am confident that I am implementing the curriculum in a way that maximizes positive impact for student learning 69% 70% +1% 72%

1 Note: The number of observations varies between items from 30 to 29

2 n = 29

The plot illustrates the shifts in educators’ reported culture and climate, which corresponds to the information in the first three columns of the table. Orange represents the percentage of educators with positive perceptions in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who agreed or strongly agreed with the items.

Section 3: Content and Pedagogical Content Knowledge

Educators were asked a series of questions about their knowledge of instructional shifts and evidence-based instructional practices in their content area.

Section 3a: ELA Content and Pedagogical Content Knowledge

In ELA, the questions focused on seven core constructs, as shown in the table.

Educators’ Average Scores on ELA Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with ELA Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained High Scores
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 71% 73% +3% 74%
ELA instructional shifts 72% 74% +2% 76%
Fluency 56% 50% −6% 50%
Text complexity 78% 86% +8% 86%
Close reading 70% 74% +4% 76%
Building knowledge 60% 75% +15% 75%
Supporting students with unfinished learning 82% 82% +0% 82%

1 Note: The number of observations varies between items from 10 to 10

2 n = 10

The plot illustrates the shift in educators’ average scores for ELA content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 3b: Math Content and Pedagogical Content Knowledge

In Mathematics, the questions focused on four core constructs, as shown in the table.

Educators’ Average Scores on Math Content and Pedagogical Content Knowledge, by Survey Administration
Average Scores of Educators with Math Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 61% 62% +2% 66%
Math instructional shifts 53% 53% +0% 56%
Equitable Math Instruction 57% 54% −3% 58%
Supporting students with unfinished learning 58% 68% +11% 72%
Effective Teaching Practices 77% 86% +9% 86%

1 Note: The number of observations varies between items from 24 to 24

2 n = 24

The plot illustrates the shift in educators’ average scores for Math content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 4: Teacher Observations by Administrators

Coaches, leaders, and/or administrators were asked about the areas they focus on when observing teachers in general and also whether they observe differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not.

First, coaches, leaders, and/or administrators were asked whether they focus on the following areas when observing teachers: The lesson is focused on a high-quality text or task. The questions and tasks address the analytical thinking required by the grade-level standards. All students have opportunities to engage in the work of the lesson.

Observation Practices of Coaches, Leaders, and Administrators, by Survey Administration, by Survey Administration
% of Coaches, Leaders, and Administrators who Agreed or Strongly Agreed
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
When observing teachers, I focus on…           Overall score 100% 75% −25% 75%
Whether the lesson is focused on a high-quality text or task 100% 75% −25% 75%
Whether the questions and tasks address the analytical thinking required by the grade-level standards 100% 75% −25% 75%
Whether all students have opportunities to engage in the work of the lesson 100% 75% −25% 75%

1 Note: The number of observations varies between items from 4 to 5

2 n = 4

The plot illustrates the shifts in coaches, leaders, and/or administrators’ reported observation practices, which corresponds to the information in the first three columns of the table. Orange represents the percentage who always or almost always focus on these aspects in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who always or almost always focus on these aspects.

Coaches, leaders, and/or administrators were also asked to compare teaching practices between Teaching Lab participants and non-Teaching Lab participants in the follow-up survey. They were asked about the same three areas above.

Differences in Teaching Practices between Teaching Lab Participants and Non-participants, as Reported by Coaches, Leaders, and Administrators
TL Teachers1 Non-TL Teachers1
The lesson is focused on a high-quality text or task 75% 0%
The questions and tasks address the analytical thinking required by the grade-level standards 50% 0%
All students have opportunities to engage in the work of the lesson 50% 0%

1 n = 4

The graph illustrates the differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not, as reported by the coaches, leaders, and/or administrators.

Section 5: Lab Leaders

Lab Leaders were asked about their engagement in different activities, such as leading professional learning, leading PLC meetings, coaching teachers, sharing information and resources, and improving their own instructional practices.

% of Lab Leaders who engaged in the activity1
Improved my own instructional practice 33%
Led PLC meetings for teachers 17%
Coached teachers 50%
Shared information or resources with teachers 50%

1 n = 7

The graph below illustrates the Lab Leaders participation in different activities.

Section 6: Student Work

Student work has been analyzed to see if there was a difference in outcomes following the implementation of professional learning. The following figures illustrate that difference.

Section 7: Participant Feedback

Looking at participant feedback from All Partners we see good scores across the board:

Teaching Lab Performance on Participant Feedback Questions for All Partners
How Likely Are You To Apply This Learning To Your Practice In The Next 4-6 Weeks? I felt a sense of community with the other participants in this course even though we were meeting virtually. This course helped me navigate remote and/or hybrid learning during COVID-19. % Who Say Activities Of Today's Session Were Well-Designed To Help Me Learn S/He Effectively Built A Community Of Learners
89% 90% 67% 68% 91%

Finally, looking at the textual feedback from participants we also see a lot of positive feedback, even when people are giving tips for improvement

Comments on what Went Well
Quotes from "Overall, what went well in this professional learning?"

"Time to discuss with others, time to look over future
lessons to start implementing these new strategies"

"I really liked the activities we took part in (ex. tower of
hanoi), and open discussions."

"I loved the collaboration with other teachers. I got to
brainstorm and hear other ideas and ways to implement."

"The knowledge that Dr. Anita shares with us is awesome, and
will help us to reach the diverse learners we teach."

"Having to time to talk about one of our dilemmas as coaches.
It showed that we are all experiencing a lot of the same
things as coaches this year."

"Discussions within break out rooms were very beneficial for
understanding through peers."

"The breakout groups went well where we were able to discuss
positive effects in the beginning and then sharing our
problems of practice in the afternoon and getting feedback
from other coaches."

"I really appreciated having both the transcript and the
video clip during the independent work time."

"In spite of having to use zoom, most participants were
engaged in conversations critical to how Guidebooks will
benefit students"

"I appreciate the flow of the day; the opportunities
for break-out groups, discussion, independent work and
processing as well as the information being presented in
different formats."

Comments on Improving Experience
Quotes from "What could have improved your experience?"

"I really didn't need the lunch break and would have been ok
with just ending at 12:30 without a lunch break. Some of the
breakout instructions were a little unclear, especially for
the last breakout. However, I appreciated the availability
of the facilitators if we needed more support."

"Timing of this meeting was difficult. It is a very hard
transition as we are so very busy right now. This work is
very important, but there is so much to do right now!!!"

"having the physical guides with me. navigating the guides
online took more effort."

"additional time spent focusing on the EL curriculum such as
the text - assessments and new materials."

"It was difficult with the last breakout session - as not
everyone was able to contribute due to internet connectivity
issues- for the next breakout session - it might be best for
one person in each group to share the screen so others don't
have to worry about navigating multiple pages and/or the
zoom window."

"The in person learning (ie the Zoom Calls). I do not think
that there was anything disappointing about Kristen Briggs,
she was wonderful and encouraging. However, I learned the
least during these class compared to the knowledge that I
gained from the articles and the videos."

"Taking a minute at the beginning to allow participants to
get better oriented to materials (possibly discussing how
to navigate the virtual world of this PD--have several tabs,
side-by-side Zoom and packet, etc."

"I wish that we could have talked a bit more about how this
would look in an online classroom."

"I should have made a hard copy of the note-catcher. Moving
from one screen to the other as I worked made me addled.
This was my failure to prepare."

"Time...but that isn't your fault..it's a lot to take in and
plan for school reopening at the same time."

Additional Comments
Quotes from "Do you have additional comments?"

"I had to switch to cohort 2 with Christi Denning. I strongly
agree that you facilitated the content clearly and she built
a community of learners."

"I enjoyed the boot camp and have gained a deeper
understanding of the curriculum."

"The both of you did a great job facilitating the PD.You
always showed great enthusiasm about the topic, and kept the
energy positive."

"I enjoyed it. Really loved being able to focus on materials
we use and plan for future lessons."

"I would have rather had the course meeting times spread
out so we were meeting once a week. It was a lot to do in 3
weeks."

"I was glad I took the course, I thought they could have used
the Eureka Math book more. The last two sessions I had a
difficult time logging in. It may have been my computer. But
they were very understanding."

"Please consider doing optional calls throughout the
school year to help us continue our learning and share our
experiences."

"The material from the guidebook is overused. Please consider
utilizing other examples! This repetition can get tedious."

"an outlet I would see it to have some packet or like book to
have all the information in one area to highlight or write
notes down. pn. I think some may have this beneficial, We
are all different learners"


  1. Methodological Note 1↩︎

  2. Methodological Note 2↩︎

 

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